5. A cognitive linguistic analysis of English conditionals in English for Academic Purposes (EAP) instruction: Implications from Sociocultural Theory

Chapters in this book

1. Frontmatter i
2. Table of contents v
3. Preface vii
4. Authors and Affilications ix
5. 1. Cognitive linguistics, Sociocultural Theory and language teaching: Introduction 1
6. I. Acquisition research
7. 2. Discouraging constructional negative transfer: Theoretical aspects and classroom activities for Spanish-speaking students of L2 Italian 25
8. 3. A cognitive linguistic approach to teaching Chinese spatial particles: From contrastive constructional analysis to material design 51
9. 4. Motion for the other through motion for the self: The conceptual complexities of giving-directions for advanced Spanish heritage learners 73
10. II. Acquisition research
11. 5. A cognitive linguistic analysis of English conditionals in English for Academic Purposes (EAP) instruction: Implications from Sociocultural Theory 103
12. 6. Researching and teaching metonymy from a socially-embedded cognitive linguistics perspective to English as a foreign language (EFL) learners 127
13. 7. A cognitive linguistic analysis of French prepositions à, dans, and en and a sociocultural theoretical approach to teaching them 155
14. 8. A cognitive linguistic approach to two-way prepositions in L2 German 183
15. 9. Schematic diagram use and languaging quality in learning Japanese polysemous particles ni and de 203
16. 10. The case for hidden meaning: An application of cognitive linguistics in the Russian classroom 233
17. Index 259